Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....
K = What do you know? Game-based learning is motivating, particularly for boys. Integrating technology in learning improves students' outcomes (particularly for boys).
W = What do you want to learn? How to integrate gaming into my lessons effectively, without needing to create all of my own games (which is what I currently do. It's so time-consuming!!)
L = What have you learned? (we'll do this last one later) Gamification is not technology-based. Games need to have built-in feedback and rewards, to enhance motivation. The best games use a strong narrative element that is interwoven throughout the outcomes and content.
Notes -
Marc Prensky, 2001 "…the principal roles of fun in the learning process are to create relaxation and motivation. Relaxation enables a learner to take things in more easily, and motivation enables them to put forth effort without resentment." P5
…six key structural elements of games: 1. Rules 2. Goals and Objectives 3. Outcomes & Feedback 4. Conflict/Competition/Challenge/Opposition 5. Interaction, and 6. Representation or Story. P 11
But the kinds of sex differences that marketers and social scientists have long observed, such as boys preferring competition and girls relationships can manifest themselves on the computer as well. P 28
Movies and TV have their own language people learn by doing and making inferences, and getting help from others along the way. P 29
...gamification is not a technology-driven methodology. Instead, think of gamification as a design methodology. – Karl Kapp
adding stories to start your instruction, begin the instruction with a challenge, and create a game-like look and feel.
...content gamification which is changing content to be more game-like and structural gamification, which is adding elements such as points, badges, and achievements to help motivate learners through content
Adding gamification because it will engage learners, provide repeated exposure to content, and help them reach desired behavior changes is the outcome you are striving to achieve.
- Karl Kapp
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.
Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.
- phonograms, spelling, grammar: making these more interactive and less teacher-directed
- literacy games: making reading more engaging, particularly for boys.
- group-based competition: to engage competitive students, especially boys
- earn badges for skills consistently demonstrated: to motive students to make progress
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
- Challenge appropriate to ability: Have different levels/progress through different levels of difficulty
- Badges earned: rewards/status for progress made
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)
- very little 'gaming.'
- certificates are issued ('rewards'/'badges')
- texts become progressively challenging
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.
(feel free to scan or photograph and upload your rubic to this page.)
- game elements are evident
- logical progression is clear
- progress is clearly linked to the narrative
I really like how well-planned the "Zombie Geography" idea is, and how the gaming elements are well-integrated with the outcomes, and the narrative of the game.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.
Game Thinking Planning Template Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document) EN1-9B explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs) recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands recognise that capital letters signal proper nouns and commas are used to separate items in lists Description of your audience (Age, likes and dislikes, motivations etc) Age: 7-8 years old Like: Minecraft, Xbox, competitions, Teenage Mutant Ninja Turtles, Lego Friends (and Lego in general), games, interaction Dislikes: working by themselves, reading Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game) Hours: 1 Lessons: 1 Weeks: <1 Terms: <1 Game Elements (Game Dynamics, Game Mechanics and Game Components) Narrative – Count Destructo is firing bombs containing incorrect grammar and punctuation, in order to destroy the city. You, the Grammar Gurus, need to save the city from destruction, by defeating the evil Count. Progression – Students complete 4 levels. Level 1 – Identifying. Choose the correct answer from given options, to identify the right corrections to the Count’s incorrect grammar and punctuation. Level 2 – Reading. Identify the incorrect grammar and punctuation in the Count’s sentences. Level 3 – Writing. Write a correct version of every one of the Count’s evil taunts, in order to defeat him. Level 4 – Extending. Use a better noun/verb/adjective than the Count’s, in order to win the battle. Emotion – Students work as a team, each fulfilling a punctuation and/or grammar role: Frozen Full Stop: makes sure statements end in full stops sentences end in time. Queen Question Mark: ensures that questions end using the correct punctuation. King Capital: ensures each sentence contains the correct capitalization. Nice Noun: identifies nouns correctly. Amazo Adjective: identifies adjectives correctly. Viper Verb: identifies verbs correctly. Relationships – Students need to work together, by contributing by fulfilling their roles, and helping their teammates. Questions can be individually-targeted (e.g. to be completed by whoever is the Verb Viper), or team-based (everyone works together to answer the question). Teammates are each given a “Guru Power” card, which turns any ‘individual’ question into a team question, allowing them to receive extra help. Components – Students move around the game board, turning over cards and completing challenges. There are four sets of cards: identifying (multiple choice); reading (visually recognise the errors); writing (re-write the sentence correctly); extending (improving word choices). A correct answer gives the Grammar Gurus a point, and they get to use a Lego block to ‘rebuild’ a tower that Count Destructo bombed. An incorrect answer gives Count Destructo a point, and no blocks are added to the tower. The aim is to rebuild the tower by the end of the game, to save the city. Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun) Serious Fun - moments of excitement, relaxation, repetition, rhythm, opportunities to express values or be creative.
Have you filled in the evaluation? Have you found the bonus level content? six key structural elements of games: 1.Rules 2.Goals and Objectives 3.Outcomes & Feedback 4.Conflict/Competition/Challenge/Opposition 5.Interaction, and 6.Representation or Story.
Level 1
KWL (Levels 1 and 3)
Add your thoughts using the KWL approach. Thinking about Game Mechanics, Games-Based Learning or gamification.....K = What do you know? Game-based learning is motivating, particularly for boys. Integrating technology in learning improves students' outcomes (particularly for boys).
W = What do you want to learn? How to integrate gaming into my lessons effectively, without needing to create all of my own games (which is what I currently do. It's so time-consuming!!)
L = What have you learned? (we'll do this last one later) Gamification is not technology-based. Games need to have built-in feedback and rewards, to enhance motivation. The best games use a strong narrative element that is interwoven throughout the outcomes and content.
Notes -
Marc Prensky, 2001"…the principal roles of fun in the learning process are to create relaxation and motivation. Relaxation enables a learner to take things in more easily, and motivation enables them to put forth effort without resentment." P5
…six key structural elements of games:
1. Rules
2. Goals and Objectives
3. Outcomes & Feedback
4. Conflict/Competition/Challenge/Opposition
5. Interaction, and
6. Representation or Story. P 11
But the kinds of sex differences that marketers and social scientists have long observed, such as boys preferring competition and girls relationships can manifest themselves on the computer as well. P 28
Movies and TV have their own language people learn by doing and making inferences, and getting help from others along the way. P 29
...gamification is not a technology-driven methodology. Instead, think of gamification as a design methodology. – Karl Kapp
adding stories to start your instruction, begin the instruction with a challenge, and create a game-like look and feel.
...content gamification which is changing content to be more game-like and structural gamification, which is adding elements such as points, badges, and achievements to help motivate learners through content
Adding gamification because it will engage learners, provide repeated exposure to content, and help them reach desired behavior changes is the outcome you are striving to achieve.
- Karl Kapp
Reflection
Add your thoughts here and also add to the KWL notes above, where appropriate.Level 2
Where do I start?
Identify some learning outcomes that you will be visiting with your students in upcoming lessons. Note down here some ways they might benefit from gamification.- phonograms, spelling, grammar: making these more interactive and less teacher-directed
- literacy games: making reading more engaging, particularly for boys.
- group-based competition: to engage competitive students, especially boys
- earn badges for skills consistently demonstrated: to motive students to make progress
Observe and reflect
After playing a game what are your personal thoughts about the design and elements involved and how any of these could help you in thinking about doing the same in a learning activity?
- Challenge appropriate to ability: Have different levels/progress through different levels of difficulty
- Badges earned: rewards/status for progress made
Level 3
Premiers Reading Challenge Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience. (feel free to scan or photograph and upload your rubic to this page.)- very little 'gaming.'
- certificates are issued ('rewards'/'badges')
- texts become progressively challenging
Zombie Learning Reflection
Write your thoughts here and or print a rubric and circle the appropriate areas you notice as you review the rules of this gamified experience.(feel free to scan or photograph and upload your rubic to this page.)
- game elements are evident
- logical progression is clear
- progress is clearly linked to the narrative
I really like how well-planned the "Zombie Geography" idea is, and how the gaming elements are well-integrated with the outcomes, and the narrative of the game.
You Try/ A final reflection
Add your finished plan here as an upload file or as text you have cut and pasted into the wiki. We would love to give you feedback to help you get started. (remember it does not need be perfect, it is a first attempt). Alternatively it can be emailed to us instead.Game Thinking Planning Template
Lesson outcomes (These are also the constraints in your game dynamics, refer to your syllabus document)
EN1-9B
explore differences in words that represent people, places and things (nouns, including pronouns), happenings and states (verbs), qualities (adjectives) and details such as when, where and how (adverbs)
recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands
recognise that capital letters signal proper nouns and commas are used to separate items in lists
Description of your audience (Age, likes and dislikes, motivations etc)
Age: 7-8 years old
Like: Minecraft, Xbox, competitions, Teenage Mutant Ninja Turtles, Lego Friends (and Lego in general), games, interaction
Dislikes: working by themselves, reading
Time constraints (How many hours, lessons, weeks, terms will you have to complete the intended gamified experience or game)
Hours: 1
Lessons: 1
Weeks: <1
Terms: <1
Game Elements (Game Dynamics, Game Mechanics and Game Components)
Narrative – Count Destructo is firing bombs containing incorrect grammar and punctuation, in order to destroy the city. You, the Grammar Gurus, need to save the city from destruction, by defeating the evil Count.
Progression – Students complete 4 levels.
Level 1 – Identifying. Choose the correct answer from given options, to identify the right corrections to the Count’s incorrect grammar and punctuation.
Level 2 – Reading. Identify the incorrect grammar and punctuation in the Count’s sentences.
Level 3 – Writing. Write a correct version of every one of the Count’s evil taunts, in order to defeat him.
Level 4 – Extending. Use a better noun/verb/adjective than the Count’s, in order to win the battle.
Emotion – Students work as a team, each fulfilling a punctuation and/or grammar role:
Frozen Full Stop: makes sure statements end in full stops sentences end in time.
Queen Question Mark: ensures that questions end using the correct punctuation.
King Capital: ensures each sentence contains the correct capitalization.
Nice Noun: identifies nouns correctly.
Amazo Adjective: identifies adjectives correctly.
Viper Verb: identifies verbs correctly.
Relationships – Students need to work together, by contributing by fulfilling their roles, and helping their teammates. Questions can be individually-targeted (e.g. to be completed by whoever is the Verb Viper), or team-based (everyone works together to answer the question). Teammates are each given a “Guru Power” card, which turns any ‘individual’ question into a team question, allowing them to receive extra help.
Components – Students move around the game board, turning over cards and completing challenges. There are four sets of cards: identifying (multiple choice); reading (visually recognise the errors); writing (re-write the sentence correctly); extending (improving word choices).
A correct answer gives the Grammar Gurus a point, and they get to use a Lego block to ‘rebuild’ a tower that Count Destructo bombed. An incorrect answer gives Count Destructo a point, and no blocks are added to the tower. The aim is to rebuild the tower by the end of the game, to save the city.
Fun check (Integrated purposefully built into your experience including Easy fun, Hard fun, Serious fun and Social fun)
Serious Fun - moments of excitement, relaxation, repetition, rhythm, opportunities to express values or be creative.
Have you filled in the evaluation? Have you found the bonus level content?
six key structural elements of games: 1.Rules 2.Goals and Objectives 3.Outcomes & Feedback 4.Conflict/Competition/Challenge/Opposition 5.Interaction, and 6.Representation or Story.